During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching
During this visit I got to see the students work in groups of 8 and do a lab were they simulated the Rutherford gold-foil experiment. Which was an experiment that proved the existence of a massive nucleus. Rutherford shot alpha particles at a gold foil and measured the bounce back of some alpha particles. To simulate the experiment the students broke up into groups and there was a pre measured tape line with x's spaced out to 20cm and the students then would roll 10 small beads each (alpha particles) and count the number of beads hit film canisters (nucleus) that were placed on the x's. They counted every hit and then were told to fill out a worksheet that they will finish tomorrow.
I havent worked with specifically one or two groups of students, but rather I have walked the room and helped groups work through problems through scaffolding. For instance when they did the Rutherford lab I would watch them roll the beads and make suggestions on how to roll them so they wouldnt bounce down the hall, and I noticed that my CT was making the same type of suggestions. Although when they finished the lab and we came back into the classroom, my CT got the students together and compiled a class set of data which they were going to use for the rest of the lab. Then they went to work on the worksheet in smaller groups then the pervious groups of 8. I walked around along with my CT to try and foster critical thinking. As a class they got the diameter of the film canisters and also the percentage of the beads hitting the canisters. From this they needed to figure out the distance between the canisters. The students couldnt make the connection of the ratio of percent of canisters, and there size vs. the distance between and the 100 percent of the floor. So through asking them questions and walking them through the ratio, but not giving them the answer I as well as my CT used this to get them to the answer.
As far as a relationship between the students and my CT, I see it as a very healthy relationship. The whole time I have been there I have not heard her raise her voice or have to discipline a student outside of taking on cell phone. So the students absolutely respect her and she doesnt take advantage of it. They have a friendly relationship, in that there is mutual respect from the students and from my CT. And I feel a little bit of the same kind of respect as well. They understand that my CT and I are here to help them learn he for the most part all of her classes are there to learn. I havent seen a difference in the demeanor across classes, because there is no difference. Each class show the same type of respect. Some of the younger students are a little more excited and my CT does make sure she is a little more reserved to make them calm down a little. To exemplify this, during this Rutherford lab the students could have easily deviated away from the bowling the beads, but they worked very hard and didnt need any reminders to stay on task. It was nice as a student teacher to see a class that actually does what they are told. And as far as matching my way of teaching it is dead on. I feel like if I can show the students that I respect them, then I believe that they will respect me. She is also fun which is something that I think the students respect, and that she is understanding to a point that doesnt feel lenient. That is something else that I plan on doing, being able to talk to the students as person to person instead of teacher to student.
The lab I saw was two weeks ago, and they were very prepared. They had their groups, and knew that they need goggles, and an smock. My CT reminded them that this lab will take the whole time and that they should get to work as soon as possible and that there is no time to fool around. She reminded them a few procedural tasks to make the lab run smoothly. She did do a brief introduction saying that they lab is going to focus on chemical and physical change and the difference between them. They students worked well they went to the front of the room one at a time to get materials for their respected groups. The lab also parallels with the NECAP well in the sense that they need to make observations of a color change, giving off heat, melting and so on. Then based on those observations they need to make a conclusion using prior knowledge about chemical and physical change and then decide if it was a chemical or physical change. This is an important part for science classes to teach, because it is the scientific method and they students are learning from applying it which will make it easier for them to recall it when they are asked about it on the NECAP.
Stressing the difference between an observation and conclusion would be important, as well as safety in the lab. Safety is the number one important factor in a lab. Once that is understood then making sure that students know what to do when making an observation is important. Some of the students didnt notice there sample got warmer, because they didnt feel the beaker. Making sure students know how to make and observation is important, without an observation there is not a accurate conclusion.
(2/2) Nice account. What were the key ideas your CT wanted Ss to get from the lab? Indicators of a chemical reaction? Your omission of apostrophes (e.g. didnt, etc) and mispellings are noticeable. You need to work on this before you begin to create worksheets for your students.
During this visit I got to see the students work in groups of 8 and do a lab were they simulated the Rutherford gold-foil experiment. Which was an experiment that proved the existence of a massive nucleus. Rutherford shot alpha particles at a gold foil and measured the bounce back of some alpha particles. To simulate the experiment the students broke up into groups and there was a pre measured tape line with x's spaced out to 20cm and the students then would roll 10 small beads each (alpha particles) and count the number of beads hit film canisters (nucleus) that were placed on the x's. They counted every hit and then were told to fill out a worksheet that they will finish tomorrow.
I havent worked with specifically one or two groups of students, but rather I have walked the room and helped groups work through problems through scaffolding. For instance when they did the Rutherford lab I would watch them roll the beads and make suggestions on how to roll them so they wouldnt bounce down the hall, and I noticed that my CT was making the same type of suggestions. Although when they finished the lab and we came back into the classroom, my CT got the students together and compiled a class set of data which they were going to use for the rest of the lab. Then they went to work on the worksheet in smaller groups then the pervious groups of 8. I walked around along with my CT to try and foster critical thinking. As a class they got the diameter of the film canisters and also the percentage of the beads hitting the canisters. From this they needed to figure out the distance between the canisters. The students couldnt make the connection of the ratio of percent of canisters, and there size vs. the distance between and the 100 percent of the floor. So through asking them questions and walking them through the ratio, but not giving them the answer I as well as my CT used this to get them to the answer.
As far as a relationship between the students and my CT, I see it as a very healthy relationship. The whole time I have been there I have not heard her raise her voice or have to discipline a student outside of taking on cell phone. So the students absolutely respect her and she doesnt take advantage of it. They have a friendly relationship, in that there is mutual respect from the students and from my CT. And I feel a little bit of the same kind of respect as well. They understand that my CT and I are here to help them learn he for the most part all of her classes are there to learn. I havent seen a difference in the demeanor across classes, because there is no difference. Each class show the same type of respect. Some of the younger students are a little more excited and my CT does make sure she is a little more reserved to make them calm down a little. To exemplify this, during this Rutherford lab the students could have easily deviated away from the bowling the beads, but they worked very hard and didnt need any reminders to stay on task. It was nice as a student teacher to see a class that actually does what they are told. And as far as matching my way of teaching it is dead on. I feel like if I can show the students that I respect them, then I believe that they will respect me. She is also fun which is something that I think the students respect, and that she is understanding to a point that doesnt feel lenient. That is something else that I plan on doing, being able to talk to the students as person to person instead of teacher to student.
The lab I saw was two weeks ago, and they were very prepared. They had their groups, and knew that they need goggles, and an smock. My CT reminded them that this lab will take the whole time and that they should get to work as soon as possible and that there is no time to fool around. She reminded them a few procedural tasks to make the lab run smoothly. She did do a brief introduction saying that they lab is going to focus on chemical and physical change and the difference between them. They students worked well they went to the front of the room one at a time to get materials for their respected groups. The lab also parallels with the NECAP well in the sense that they need to make observations of a color change, giving off heat, melting and so on. Then based on those observations they need to make a conclusion using prior knowledge about chemical and physical change and then decide if it was a chemical or physical change. This is an important part for science classes to teach, because it is the scientific method and they students are learning from applying it which will make it easier for them to recall it when they are asked about it on the NECAP.
Stressing the difference between an observation and conclusion would be important, as well as safety in the lab. Safety is the number one important factor in a lab. Once that is understood then making sure that students know what to do when making an observation is important. Some of the students didnt notice there sample got warmer, because they didnt feel the beaker. Making sure students know how to make and observation is important, without an observation there is not a accurate conclusion.
(2/2) Nice account. What were the key ideas your CT wanted Ss to get from the lab? Indicators of a chemical reaction? Your omission of apostrophes (e.g. didnt, etc) and mispellings are noticeable. You need to work on this before you begin to create worksheets for your students.